Skip to main content

Home/ PSU TLT/ Group items tagged Communication

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Allan Gyorke

Mobile Media Kit for Campus Instructional Designers | ETS - 5 views

ets.tlt.psu.edu/...campus-instructional-designers

Commonwealth Campuses Media Commons mobile media kit audio video mobility iPod Touch

shared by Allan Gyorke on 02 Jun 11 - No Cached
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • ...13 more annotations...
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • Allan Gyorke on 02 Jun 11
     
    "If the campus instructional designers had a mobile media kit, how would they use it? We weren't sure and Jackie didn't want to speak for all of them, so we sent out a survey and got back some really interesting ideas including ones like these: To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech"
  • Allan Gyorke on 02 Jun 11
     
    I wouldn't normally bookmark my own posts, but this Cole asked for this information and I thought it would be interesting to others.
Elizabeth Pyatt

Twitter to Promote and Preserve Underrepresented Languages - 0 views

rising.globalvoicesonline.org/...rve-underrepresented-languages

globalization

shared by Elizabeth Pyatt on 19 Jul 11 - No Cached
  • Elizabeth Pyatt on 19 Jul 11
     
    Not only does tech allow disperse communities to communicate, but it can also involve and motivate a younger generation to get involved in a minority language.
Cole Camplese

ELearning Platform Reviews - ETS - 3 views

ets.tlt.psu.edu/...ELearning_Platform_Reviews

ETS elearning reviews psutlt learning

shared by Cole Camplese on 07 Sep 11 - No Cached
  • Cole Camplese on 07 Sep 11
     
    In early 2010, Cole Camplese, then Director of Education Technology Services at Penn State, created a Web site (hereafter referred to as the OCDM wiki) that invited University Park learning designers and administrators to provide a summary of their unit's online course development models in order to capture a snapshot of practice at Penn State's main campus. In Summer 2010, an invitation was sent to the entire learning design community at Penn State to elicit the same information for other campus locations.  In January 2011, Ann Taylor, Assistant Director of the Dutton e-Education Institute in the College of Earth and Mineral Sciences and Chair of the Senate Outreach Committee, joined Camplese in his efforts to gather and analyze information about University-wide course development models. Several additional invitations were made to the University community, asking learning designers and administrators to update and/or to add their unit's online course development model summary to the OCDM wiki.
gary chinn

Reverse Instruction: Dan Pink and Karl's "Fisch Flip" | Connected Principals - 4 views

www.connectedprincipals.com/...1534

reverseinstruction flip Teaching

shared by gary chinn on 25 Apr 11 - No Cached
  • If kids can get the lectures, can get the content delivery and skill modeling as well (or often better) by computer lecture than in person, why do we have use precious class-time for this purpose?  Why do we, in the status quo,  replicate in person in our classrooms what is easily available elsewhere, the content delivery/skill modeling, and then have kids apply their learning to difficult problems at home, without us there to help? Increasingly,  education’s value-add is and will be in the coaching and troubleshooting when students are applying their learning, and in challenging students to apply their thinking to hands-on learning by doing and teaming:  so let’s have them do these things in class, not sit and listen.   We know that collaboration is a critical skill set which can’t be developed easily either on-line or at home alone– let’s have students learn it with us in our classrooms.   Let every classroom be a collaborative problem solving laboratory or studio.
  • gary chinn on 25 Apr 11
     
    not a new article, but I just found it. I think these kinds of strategies are good to have in mind when thinking through implications of lecture capture. "classroom flip" is one example, and a different spin on one that the Blended Learning Initiative at PSU explored; in this case, instruction would be delivered via video instead of text/graphics web pages, but the goal of freeing classroom time is the same.
  • ...4 more comments...
  • Allan Gyorke on 26 Apr 11
     
    That's one of the problems that we're having with the "lecture capture" term. In some of the scenarios that Chris Millet is putting together, faculty would be using the personal capture features to prepare learning materials for students (short bursts) and then use classroom time for discussion/debate/problems/group work. So then the question becomes how we design classrooms (or learning spaces or studios, labs, etc...) to support that kind of activity.
  • gary chinn on 26 Apr 11
     
    has great potential for mid-week short example problems or "muddiest point" videos as well. it seems like an important part of the roll-out would be communicating the possibilities beyond the straight lecture capture, many of which we've probably not thought of yet.
  • Allan Gyorke on 26 Apr 11
     
    Agreed there. I don't think we should even label it "lecture capture" if we can avoid that term. By the way, we are always looking for good Symposium speakers. If you happen to see someone who you think would be good to bring to a Penn State audience, the planning group would like to hear about it. Most of the ones we've had in the past few years have had a nice blend of an academic background, innovative thinking, understanding of cultural trends, have written popular books, and have excellent speaking skills. Dan Pink may be two into the workplace motivation side of things, but maybe not.
  • gary chinn on 27 Apr 11
     
    I think pink's an interesting guy & good writer. we actually emailed his reps when we were planning an innovation & engineering workshop because his book "drive" talks a good deal about mastery and that was a topic we were interested in. but the quote we received was ~$45k, which was over 3 times our speaker budget. who knows, though, he might have an ed discount. :) I always found esther hargittai's work to be very interesting, though she is perhaps too 'academic' for the purposes of the symposium.
  • Allan Gyorke on 27 Apr 11
     
    Yeah - no - that's a bit high. I'm not sure that he's the best choice anyway. Maybe we just buy some copies of his book instead.
  • gary chinn on 28 Apr 11
     
    I certainly don't envy the symposium planning group; it's a diverse audience, so finding a speaker who resonates with most attendees seems like a daunting task. as for the book, a few friends have told me that pink's 20 minute ted talk has pretty much everything that's in the book, save some examples. very interesting topic, though. would be good fodder for a 'book club' discussion. the other book that might be good for a group read is digital habitats: http://www.amazon.com/Digital-Habitats-stewarding-technology-communities/dp/0982503601/ref=sr_1_1?s=books&ie=UTF8&qid=1304001207&sr=1-1 there's info in there about communities of practice & technology stewardship that I really liked. who knows, perhaps Etienne Wenger could be an intriguing potential speaker? FYI, I have an extra copy of the book in my cube if anyone wants to borrow it.
Jamie Oberdick

Garden Rant: Forget Gen Y. Make way for Generation G. - 0 views

www.gardenrant.com/...make-way-for-generation-g.html

garden education technology learning

shared by Jamie Oberdick on 26 May 11 - No Cached
  • I spent a lot of time talking with and learning from gardeners from many different backgrounds and age groups who would no more hire a landscape designer than I would hire a personal stylist.
  • I feel even more strongly that many Gen Yers take a holistic approach to gardening and are comfortable reinterpreting the definition of what a garden can be.  For example, their commitment to the environment, their passion for figuring things out for themselves and their tendency to rely on the internet rather than on books
  • Whether it’s trading in lawn for meadows, ornamentals for edibles or chemicals for compost, the gardening world seems more open to change and innovation than ever before.
  • ...1 more annotation...
  • And in true Gen Y fashion, when we asked where she got her ideas, she explained most came from browsing Flickr (which coincidentally, is where we found her).
  • Jamie Oberdick on 26 May 11
     
    There are many parallels to how learning is changing and how gardening is changing. The concept of a gardener some may have as a fogey in a big floppy hat is as quaint as the concept of a knitter being an elderly lady with a cat or a professor being John Houseman in the Paper Chase.  Note how younger gardeners are learning - not from books. I see this constantly. They reject the idea of manicured lawns as not only old but of questionable morals given effects on environment. They believe in eating META local. They believe in collaboration and community. This is continuing adult learning, and it's blended learning.  Note where Emily Goodman got her idea for her garden design - not from a book. And guess what - it's not limited to age. Just interesting to me how stuff like this is happening in so many aspects of the world outside higher ed. I think this offers more evidence we need to keep up. 
Cole Camplese

DNA/How to Stop Worrying and Learn to Love the Internet - 1 views

www.douglasadams.com/...19990901-00-a.html

ci597 disruption psuhack technology internet

shared by Cole Camplese on 11 May 11 - Cached
  • I suppose earlier generations had to sit through all this huffing and puffing with the invention of television, the phone, cinema, radio, the car, the bicycle, printing, the wheel and so on, but you would think we would learn the way these things work, which is this: 1) everything that’s already in the world when you’re born is just normal; 2) anything that gets invented between then and before you turn thirty is incredibly exciting and creative and with any luck you can make a career out of it; 3) anything that gets invented after you’re thirty is against the natural order of things and the beginning of the end of civilisation as we know it until it’s been around for about ten years when it gradually turns out to be alright really.
  • In other words the cost of connection is rapidly approaching zero, and for a very simple reason: the value of the web increases with every single additional person who joins it. It’s in everybody’s interest for costs to keep dropping closer and closer to nothing until every last person on the planet is connected.
  • Another problem with the net is that it’s still ‘technology’, and ‘technology’, as the computer scientist Bran Ferren memorably defined it, is ‘stuff that doesn’t work yet.’ We no longer think of chairs as technology, we just think of them as chairs. But there was a time when we hadn’t worked out how many legs chairs should have, how tall they should be, and they would often ‘crash’ when we tried to use them. Before long, computers will be as trivial and plentiful as chairs (and a couple of decades or so after that, as sheets of paper or grains of sand) and we will cease to be aware of the things. In fact I’m sure we will look back on this last decade and wonder how we could ever have mistaken what we were doing with them for ‘productivity.’
  • ...1 more annotation...
  • The same thing is happening in communication technology. Most of us are stumbling along in a kind of pidgin version of it, squinting myopically at things the size of fridges on our desks, not quite understanding where email goes, and cursing at the beeps of mobile phones. Our children, however, are doing something completely different. Risto Linturi, research fellow of the Helsinki Telephone Corporation, quoted in Wired magazine, describes the extraordinary behaviour kids in the streets of Helsinki, all carrying cellphones with messaging capabilities. They are not exchanging important business information, they’re just chattering, staying in touch. "We are herd animals," he says. "These kids are connected to their herd – they always know where it’s moving." Pervasive wireless communication, he believes will "bring us back to behaviour patterns that were natural to us and destroy behaviour patterns that were brought about by the limitations of technology."
  • Cole Camplese on 11 May 11
     
    Great piece by the late Douglas Adams in 1999.  So true in the rearview mirror!
  • bkozlek on 11 May 11
     
    An 11 year old text, the message of which still needs to be delivered to many people today.
Cole Camplese

Civil War Project Shows Pros and Cons of Crowdsourcing - Wired Campus - The Chronicle o... - 4 views

chronicle.com/...31749

Crowd source psutlt transcription bambooproject

shared by Cole Camplese on 17 Jun 11 - No Cached
  • Cole Camplese on 17 Jun 11
     
    It makes me wonder how we might take advantage of crowd sourcing here on campus? I worn if we could open videos to transcription by students or other fiends of the university.
  • Allan Gyorke on 18 Jun 11
     
    There may be a magic formula involving a distributed community of hobbyists here. There's a lot of interest in the Civil War. The article mentions going to historical societies for help with the transcription. Oddly enough, this is a perfect example of "Cognitive Surplus" in action.
  • Jamie Oberdick on 22 Jun 11
     
    One big message here was pretty clear: Expertise still matters, and crowdsourcing doesn't change that (despite a stunningly silly argument I saw recently online that crowdsourcing laypeople is better than a doctor at diagnosing an illness. I mean, c'mon, let's not be ridiculous.). However, there are a few things going on here - building a community of people creating something based on a shared interest, which has manifold benefits. Cole, your example of transcribing videos....working with say the National Association of the Deaf to gather volunteers would make for a fantastic project. Also, there is a lot of learning potential in something like this. If something is done wrong by the crowd, then that's a teachable moment as to why it's wrong. Then you get a better crowd.
Cole Camplese

Free Online Class Shakes Up Photo Education | Raw File - 4 views

www.wired.com/...lass-shakes-up-photo-education

photography education open opencourseware openeducation

shared by Cole Camplese on 14 Aug 11 - No Cached
  • “The key thing is to use existing architecture where possible. Institutions develop institutionalized approaches. Like locking themselves into inefficient, inappropriate and expensive software systems,” says Worth “Twitter granted me access to the discourses that I wanted to listen to, learn from, and engage with.”
    • Cole Camplese
      Cole Camplese on 14 Aug 11
       
      This is the money quote and one to think about as we adopt various technologies for teaching and learning.
  • “That ideological program is pushing an out-moded model of learning, where more time in the classroom listening to a teacher’s broadcast is the goal. Thinking creatively about teaching demands an emphasis on engagement. Leveraging social media technologies to extend learning beyond the classroom is central to engagement.”
  • The classes are centered around experimentation with – and use of – social media tools, because Worth believes them essential to his students’ future career. In the internet age, the photographer is not only a producer, they are also distributor and publisher. Getting the University to adopt services like Flickr, Soundcloud, Audioboo, Twitter and Google Docs was essential to eliminate any barriers to entry, but it was a difficult battle to wage.
  • ...1 more annotation...
  • Worth uses Twitter as “a listening device” and a means “to tune the network.”
  • bkozlek on 15 Aug 11
     
    A lot to think about here - How the practice of so many disciplines are changing due to changes in media How open Education doesn't just mean some pages put up on the web - Actually open people, not just open content. How the existing communications systems out there are the fertile ground that communities of practice sprout from, not institutional management systems. The future will be found at the confluence of these trends.
Allan Gyorke

Wired Campus - The Chronicle of Higher Education - 0 views

chronicle.com/...32835

games crowdsourcing

shared by Allan Gyorke on 16 Aug 11 - No Cached
  • Allan Gyorke on 16 Aug 11
     
    "The game EteRNA, which was started by the Stanford biochemist Rhiju Das and the Carnegie Mellon computer scientist Adrien Treuille, allows researchers to farm out some of the intellectual legwork behind RNA design to 26,000 players, rather than a relatively few lab workers. Players are given a puzzle design-an RNA molecule in the shape of a star or a cross, for example-that they must fill in with the components, called nucleotides, to produce the most plausible solution. The community of players then votes for the blueprint it thinks will have the best chance of success in the lab. The Stanford researchers select the highest-rated blueprints and actually synthesize them. The scientists then report back the results of the experiments to the crowd to inform future designs. The crowd-sourcing has produced results that tend to be more effective than computer-generated arrangements. "Computational methods are not perfect in making these shapes," says Mr. Das, "and as we get to more and more complex ones, they essentially always fail, so we know that there are rules to be learned." Players are figuring out these principles on their own, says Mr. Treuille. He says that while they're more like a grandmother's instructions on baking a cake than a strict scientific formula, they work remarkably well in practice. "EteRNA players are extremely good at designing RNA's," says Mr. Treuille, "which is all the more surprising because the top algorithms published by scientists are not nearly so good. The gap is pretty dramatic.""
  • Allan Gyorke on 16 Aug 11
     
    Interesting example of crowdsourcing to work on scientific issues.
gary chinn

Think You're An Auditory Or Visual Learner? Scientists Say It's Unlikely : Shots - Heal... - 0 views

www.npr.org/...er-scientists-say-its-unlikely

learning teaching research

shared by gary chinn on 13 Sep 11 - No Cached
  • When he reviewed studies of learning styles, he found no scientific evidence backing up the idea. "We have not found evidence from a randomized control trial supporting any of these," he says, "and until such evidence exists, we don't recommend that they be used." Willingham suggests it might be more useful to figure out similarities in how our brains learn, rather than differences. And, in that case, he says, there's a lot of common ground. For example, variety. "Mixing things up is something we know is scientifically supported as something that boosts attention," he says, adding that studies show that when students pay closer attention, they learn better.
  • gary chinn on 13 Sep 11
     
    along with the whole generational differences in learning (netgen, etc) angle, learning styles have always seemed suspect. perhaps it's the way it has been communicated, but regardless I thought this story was an interesting one.
Allan Gyorke

iOS App for Non-Verbal People - 2 views

www.alltogetherwecan.com/...s-at-apple-stores-and-best-buy

accessibility app iOS

shared by Allan Gyorke on 13 Apr 11 - No Cached
  • Allan Gyorke on 13 Apr 11
     
    Sam Sennott created an app that helps some autistic and non-verbal people communicate using the touch screen and a series of pictures. He happens to be a PhD student at Penn State in the Special Education program.
  • bkozlek on 13 Apr 11
     
    This is another market the iPad is disrupting. The previous devices to address this were incredibly expensive and bulky.
  • Allan Gyorke on 13 Apr 11
     
    I thought you'd be interested in this. I'd like to bring Sam down here for a demo and discussion about his app. I think it would be a very interesting discussion - and a truly excellent use of a mobile touchscreen device.
Elizabeth Pyatt

Happiness Education in Bhutan - 2 views

www.thesolutionsjournal.com/...934

globalization south asia

shared by Elizabeth Pyatt on 25 May 11 - No Cached
  • Elizabeth Pyatt on 25 May 11
     
    Article about how Bhutan is struggling to reconcile Buddhist principles with the modern more secular West within the education system.
  • Jeff Swain on 26 May 11
     
    Really interesting article. I've become fascinated with the inherent tension between local & global communities as the transmission of culture happens faster & in more abundance. It's become part of my dissertation. It also fits in well with Michael Elavsky's work and summer camp.
  • bkozlek on 31 May 11
     
    I have long been intrigued by Bhutan's gross national happiness concept. This article really gets at the heart of wondering what should be in the curriculum and what the goals of education really should be. Thanks so much for sharing.
Cole Camplese

The Twitter Trap - NYTimes.com - 3 views

www.nytimes.com/...the-twitter-trap.html

twitter

shared by Cole Camplese on 24 May 11 - No Cached
  • bartmon on 25 May 11
     
    "But my inner worrywart wonders whether the new technologies overtaking us may be eroding characteristics that are essentially human: our ability to reflect, our pursuit of meaning, genuine empathy, a sense of community connected by something deeper than snark or political affinity. " "Genuine Empathy" is the one that really concerns me, and I see it in how my nieces, and others, use facebook. The FB birthday thing comes to mind...now people get as many "Happy birthday!" notes as they have friends...but are the well-wishers even thinking about my birthday? Probably not, it's just FB reminding them "Hey, it's bart's bday" and now the norm is to stop by and say "happy birthday" without even thinking about it. The end of the article has a nice quote from a novel as well: "The generation that had information, but no context. "
  • Jeff Swain on 26 May 11
     
    This is a well written piece. The author does a great job at tugging on our emotions. However, I believe he possesses only a superficial understanding of the medium.
bartmon

Why I Will Never, Ever Hire A "Social Media Expert" - 4 views

www.businessinsider.com/e-a-social-media-expert-2011-5

socialmedia

shared by bartmon on 31 May 11 - No Cached
  • Ready for the ultimate kicker? We still haven’t learned! We got thirsty again, and are drinking the same ten-year-old Kool-Aid without so much as asking for ice. Rather than embracing this new technology and merging it with what we’ve learned already, we’re throwing off our clothes and running naked in the rain, waving our hands in the air, sure that this time it’ll be different, because this time it’s better! “It’s not about building a website anymore! It’s so much cooler! It’s about Facebook, and fans, and followers, and engagement, and influence, and…”Will you please shut up before you make me vomit on your shoes?
  • bartmon on 31 May 11
     
    This is quite the rant. I know World Campus had a social media expert and Liberal Arts has a Curator...is this trend on the upswing of the downswing in terms of hiring personnel specifically for this at PSU?
  • Allan Gyorke on 01 Jun 11
     
    There are some good points in this article. It seems that as social media has become the norm for online interaction, it has ceased to become something that people can specialize in. I was talking to some students and they asked what Web 2.0 was and I explained that it was everything they use online: Facebook, YouTube, Twitter, Google Docs, blogs, user forums, etc... So while "social media expert" used to be a label of innovation, it has almost become a limiting label - just part of the picture. In contrast, I see people like Robin Smail who are moving beyond "just" social media and into areas like community engagement. Sure, some of that involves social media, but it's more about building relationships, ownership, and buy-in through openness and transparency. The other points of the article - like knowing your audience and not having inflated expectations about social media's impact on your business and customer relationships are right on target.
Chris Millet

2 Universities Under the Legal Gun - Technology - The Chronicle of Higher Education - 1 views

chronicle.com/...127688

copyright fairuse

shared by Chris Millet on 31 May 11 - No Cached
  • What they're fighting about: The educational video publishers claim that UCLA is violating copyright and breaching its contract by copying DVD's of Shakespeare plays acquired from Ambrose and streaming them online for faculty and students to use in courses. They say UCLA had the right only to lend copies to teachers for in-class use or to show the DVD's in the library itself.
  • The university did not "secure the right to stream our programs from a library server to any class and any student whenever it chooses," said Allen Dohra, president of the trade group, in a written statement. UCLA says copyright law permits streaming.
  • Much is also at stake for publishers, who say UCLA's practice could be catastrophic for the educational-video business. They fear it will cut off new markets for distributors like Ambrose, which sells its own streaming service.
  • ...2 more annotations...
  • Kevin Smith, the university's scholarly-communications officer, described the plaintiffs' request to limit how much material can be used as "a nightmare scenario for higher education."
  • Publishers Weekly described the case as "the most significant copyright trial for publishers since the Kinko's course-pack litigation," referring to a 1991 case in which Basic Books sued the Kinko's chain for copyright infringement. (The publisher won.)
Jeff Swain

The Impact of Globalization and the Future University (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...228660

shared by Jeff Swain on 03 Jun 11 - No Cached
    • Jeff Swain
      Jeff Swain on 03 Jun 11
       
      Therein lies the rub
  • Anywhere you look in the world today there are asymmetries in the education that people have and the education that people need. Even in the United States, with one of the most sophisticated systems of higher education the world has ever seen, we do not produce enough postsecondary graduates to meet the needs of our economy.
  • as we explore and expand our range of global opportunities, as new technologies enable us to be more connected, we must be that much more connected to our local communities. In our engagement with the local, we set the foundation to move forward with our work of advancing the betterment of humankind.
Chris Millet

At Calhoun School, Longer Classes in 5 Short Terms - NYTimes.com - 0 views

www.nytimes.com/...02calhoun.html

shared by Chris Millet on 01 Jun 11 - No Cached
  • Instead of the traditional schedule of eight 45-minute classes each day, with courses broken into two semesters, high school students at Calhoun intensively study three to five subjects in each of five terms, or modules, that are 32 to 36 days long. Classes are in blocks of 65 or 130 minutes each day. Every day, students have 45 minutes of “community time,” an intentionally unstructured period for the students to hang out.
  • What started five years ago as an effort to accommodate maddeningly complex schedules in a relatively small space quickly became a sort of evangelical mission to make progressive education more, well, progressive: embracing depth over breadth, allowing for more experiential learning in Central Park and at nearby museums, and, administrators said they hoped, reducing stress. Steven J. Nelson, Calhoun’s head of school, said the new schedule fostered teaching in the ways children learn best.
Derek Gittler

University of Iowa - Civil War Diaries Crowdsourcing Transcription Project - 2 views

digital.lib.uiowa.edu/...transcripts.html

Civil War Libraries Library Digital Library Iowa Crowdsourcing

shared by Derek Gittler on 08 Jun 11 - No Cached
  • Derek Gittler on 08 Jun 11
     
    This reminded me of Cole Camplese's comments on the instant crowdsourcing of video recording the sessions at the 2011 TLT Symposium, Clay Shirky's example of that socially-written mathematics (?) paper, and a bit of Chris Long's posts on using digital tools in research.
  • Allan Gyorke on 08 Jun 11
     
    The socially-written paper was about "P vs NP", which is a computer science/mathematics problem. A fairly simple explanation is here: http://www.claymath.org/millennium/P_vs_NP/ But yeah - crowdsourcing stuff like this is great when you have a community of people who really care about it. It's like having an army of amateur archeologists.
Cole Camplese

College of Liberal Arts informs, engages via innovative social media - Teaching and Lea... - 0 views

tlt.its.psu.edu/...es-via-innovative-social-media

psutlt psuhack

shared by Cole Camplese on 19 May 11 - No Cached
  • So, why are they so involved in social media? Geoff Halberstadt, undergraduate student in the College of the Liberal Arts, said that social media has reached the point where it cannot be ignored. Students are heavily engaged in social media, and it is a primary method of communication for them. “Students live in an age of technology, an instantaneous age, and they want information now,” Halberstadt said. “The College can truly engage students by providing instant information.”
1 - 20 of 29 Next ›
Showing 20▼ items per page